Pupil premium strategy statement

Gilberdyke Primary School 2019-2020

Pupil premium strategy statement: Gilberdyke Primary School 2019-2020

1. Summary information

School Gilberdyke Primary School

Academic Year 2019-2020 Total PP budget £47,960 Date of most recent PP Review Oct 2019

Total number of pupils 248 Number of pupils eligible for PP 36 Date for next internal review of this strategy Jan 2020

2. Current attainment (2019)

Pupils eligible for PP (your school) Pupils not eligible for PP (national average)

Year 6 65% achieving in reading, writing and maths

7 pupils (86%) 64% Y6 +3.1 Progress in reading (+0.11 2018 Nat Non-PP)

Y6 +5.2 Progress in writing (-0.26 2018 Nat Non-PP)

Y6 +1.69 Progress in maths (+1.11 2018 Nat Non-PP)

Year 2 % achieving expected in reading, writing and maths 4 Pupils (50%) N/A

Year 1 % achieving pass mark in phonic screening check 4 Pupils (100%) 81%

EYFS % achieving a Good Level of Development 4 Pupils (75%) 71%

3. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Increasing numbers of pupils presenting with social, emotional and mental health needs

The school has seen a significant increase in the numbers of pupils requiring support due to SEMH needs. A significant proportion of these pupils are from disadvantaged backgrounds. Pupils with these needs are often members of other vulnerable groups eg. mobile, SEND or have suffered ACEs. The EWB and inclusion team have seen an increase in the number of disadvantaged families they are working with/supporting on a regular basis and in fulfilling our responsibility to provide early help so that children are ready to access the academic world, there is significantly increased demand placed on them.

B. Lower levels of oracy, communication and language impacts on pupil’s achievement, particularly in reading and writing

A significant proportion of pupils in receipt of PP funding have speech, language and communication skills that are below age-related expectation. Pupils’ wider experiences are limited which often means they have a less well-developed vocabulary and repertoire of words to use in their writing. This is particularly evident in years 4 and 5. Proportions of PP pupils attaining the greater depth standard in reading and writing needs to increase.

C. Lower levels of home reading, practise/support/resources to develop this fundamental skill which can be a barrier to accessing the curriculum in its entirety

Close to 50% of all pupils in receipt of PP in years F2-Y5 are not supported at home with reading or home learning opportunities which slows their progress in reading over future years. Families have limited resources at home eg. books and wider opportunities like accessing the local mobile library service are not exploited.

D. PP pupils typically enter EYFS below age-related expectations

PP pupils typically enter the foundation stage with less well-developed language and vocabulary as well as moving and handling skills which specifically impacts on their attainment in reading and writing at the end of EYFS and KS1.

External barriers (issues which also require action outside school, such as low attendance rates)

E. Higher absence rates and lateness PP pupils at the school regularly have higher absence rates, including persistent absenteeism.

d. Desired outcomes

Desired outcomes and how they will be measured Success criteria

A. Pupils in receipt of PP with SEMH needs/who are in other vulnerable groups, make progress in line with non-PP pupils (all year groups)

Progress for PP pupils is in line or better than that of non-pp pupils

B. Pupils in receipt of PP attain in line with national non-PP in all core subjects by the end of KS2 and a greater proportion attain greater depth standard (making better than expected progress)

Attainment of PP pupils is in line with non-PP Progress for a proportion of PP pupils is better than expected A greater proportion of PP pupils in Y2 and Y6 attain greater depth

C. PP pupil’s achievement improves in reading through targeted support at school and home PP pupil’s attainment improves PP pupils make progress in line with non-pp in reading

D. Pupils in receipt of PP in EYFS make expected or better progress in line with non-pp pupils Progress for PP pupils is in line or better than that of non-PP pupils

E. Pupils in receipt of PP attend in line with all pupils nationally and non-PP at the school PP attendance will be in line with or better than non-PP NO PP children will be persistent absentees

e. Planned expenditure

Academic year September 2019 to July 2020

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome Chosen action / approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A. Pupils in receipt of PP with SEMH needs/who are in other vulnerable groups make progress in line with non-PP pupils (all year groups)

Further broaden and develop the role of the Inclusion team (DHT/SENCO and newly appointed pastoral/EWB worker) – Thrive training/specific strategies/bereavement and loss training opportunities for newly appointed EWB lead EWB costs £18,000 Train staff at all levels so that they are knowledgeable about how to identify potential mental health issues as they emerge and embed ‘healthy minds’ as an integral element of the school’s curriculum Staff inset costs £500

Social and emotional security is a pre-requisite for pupils in attaining their true potential. Increasing proportions of pupils are arriving at school without adequate learning behaviours as a result of social and emotional factors Referrals to EHASH and the Children’s Centre have increased significantly in the last 2 years

Regular monitoring and evaluation Pupil progress meetings (data tracking to ensure ‘on-trackness’ PP progress is a focus for work scrutiny, lesson observations and pupil interviews

JB/NJ/MS/ MP

September 2020

D. Pupils in receipt of PP in EYFS make expected or better progress B. Pupils in receipt of PP attain in line with national non-PP in all core subjects by the end of KS2 and a proportion attain greater depth standard (making better than expected progress)

With all staff: further revise the curriculum to ensure clear rationale linked to whole-school progression and assessment of knowledge acquisition across all subjects Revise, research and embed effective pedagogical approaches to classroom practice to include: conceptual links, neurological knowledge, authentic purpose and wider experiences Books to support research £150

School Improvement and curriculum development has focussed on R, W and Maths in the last 2 years Whilst opportunities for parents to engage in school life have increased significantly, these opportunities now need to be exploited more regularly and specifically focussed on supporting learning at home

Regular monitoring and evaluation with whole staff team (as part of CPD for teachers, subject leaders and SLT) Work scrutiny to ensure clear sequential structure and progression across whole school and appropriate challenge Through speaking to parents at open evenings and by analysing

SLT and subject leaders

Costs: SLT and subject leader release time to structure curriculum and plan for progression Implementation will be reviewed termly

Continue to invest in CPD and engage HCAT school improvement team around teaching for Greater Depth standard in R, W, M

the Parentview questionnaire, ensure that families feel that they know what their child will be learning, how well their child is doing and how to support him/her.

C. PP pupil’s achievement improves in reading through targeted support at school and home

SEN and PP passports will prioritise reading to acknowledge that this is the gateway to accessing a complete and rounded curriculum and success in later life Develop whole school opportunities and systems to motivate, support and develop reading and wider learning opportunities at home Support for speech and language in addition to that provided by NHS: Bridge speech and Language - £ Support for families in these areas will broaden through parent workshops, exploiting the weekly stay and read sessions, 1:1 check ins (about reading) with target families on a weekly basis, Further develop the reading scheme provision beyond that already in place to ensure that it is accessible, varied and appropriately targeted for pupils who may not have provision at home Reading books £2000

Without the ability to read , pupil’s chances of success in life may be limited. Pupils are motivated by incentives to read at home Progress of pupils who work with Bridge S&L therapist is good and half termly meetings with parents are held to upskill them Parents have previously benefitted from watching teachers/trained ASAs deliver phonic sessions to groups of pupils EYFS/KS1 stay and read sessions are well attended so audience is accessible

SEND deep dive with Lesley Stocks (HCAT school Improvement team) will evidence where provision is working well and where further improvements can be made Children will be proud of their reading achievements Parents will be able to talk about how they support their child’s speech and language needs at home Leaders for English and phonics will attend – parents will be supporting at home

NJ JC/LE NJ LE JC/LE

July 2020

ii. Targeted support

Desired outcome Chosen action/approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A. Pupils in receipt of PP with SEMH needs/who are in other vulnerable groups make progress in line with non-PP pupils (all year groups) C. PP pupil’s achievement improves in reading through targeted support at school and home

Thrive Approach embedded – 1:1 assessments and implementation of specific recommendations/strategies to support -to be successfully handed over to newly appointed pastoral/well-being lead Embed PP (and SEN) passports to; *raise the profile of provision for pupils, particularly in reading *ensure effective communication with all parties *implement timely use of strategies to support individuals/groups/classes *regular and effective evaluation of impact Role of new pastoral lead to include: social skills groups, self-esteem/resilience programme, social stories delivered by EWB worker/ ASAs; support programmes and mindfulness approaches run during lunch/break times

Children with barriers to learning require specific and timely interventions in order to make progress equivalent to their peers. Significant proportions of pupils in receipt of PP have encountered Adverse Childhood Experiences (ACEs) 16/33 A large proportion of pupils in receipt of PP (39%) receive regular, planned intervention to support their social and emotional needs

Pupil progress meetings/SEN reviews with SENCO/DHT (assessment lead) Continuous monitoring of the support/interventions and the impact on individual pupils communicated through staff meetings SLT will monitor the implementation and effectiveness of the PP passport across all year groups through planning meetings and monitoring Inclusion team will be accountable for addressing/supporting staff needs as appropriate

NJ/MS/JB/ MP

February 2020: mid-year assessment on-trackness pupil progress meetings June 2020: end of year assessment pupil progress meetings COST: £200 resources to support provision at lunch/break times £150 books/resources to support pastoral lead with interventions and strategies Top slice to Trust for HCAT Families Team

D. Pupils in receipt of PP in EYFS make expected or better progress B. Pupils in receipt of PP attain in line with national non-PP in all core subjects at the end of KS2 and a proportion attain greater depth, making better than expected progress

*ASAs for EYFS, Y1 and KS2 *Further staff CPD around identification of additional needs and barriers to attaining ARE by professionals, SEN consultant, ed psych as well as training in specific approaches/strategies to address gaps/barriers – to include Dyslexic tendencies and Precision Teaching *Invest in internal training for reading volunteers

Accurate identification of needs/specific barriers to learning are the difference between making expected progress and not. A significant proportion of PP pupils currently in KS2 are not working at ARE Children whose early childhood experiences have not been broad and varied need wider experiences to influence language/vocabulary and give real life context and meaning to learning

Work scrutiny (writing) for PP pupils Monitoring focus for SLT: provision for PP pupils and lower ability SLT: Scrutiny of provision planning for PP pupils

MS SLT/NJ SLT

September 2020

iii. Other approaches

Desired outcome Chosen action/approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

D. Pupils in receipt of PP in EYFS make expected or better progress B. Pupils in receipt of PP attain in line with national non-PP in all core subjects at the end of KS2 and a proportion attain greater depth, making better than expected progress

Visits, trips, experiences and visitors will be subsidised for PP pupils where required by families (following discussions with MS) Music tuition for PP pupils will be subsidised/funded to allow pupils to access this wider opportunity

A significant proportion of pupils in receipt of PP have limited vocabulary and life experiences By providing them with a range of rich, high quality curricular experiences over the year, including extra-curricular opportunities, their vocabulary can be broadened based on first hand experiences

Work scrutiny of reading and writing books for PP children to ensure that vocabulary is being implemented Monitoring through lesson observations which track PP pupils and the language/vocab they are being exposed to/expected to implement

Inclusion team (JB/MS/MP/ NS)

September 2020

E. Pupils in receipt of PP attend in line with all pupils nationally

Breakfast club subsidised or free places Targeting vulnerable families to improve attendance and address social and emotional needs by providing a family feel plus nutritious breakfast will enable children to have the right start to their day

PP attendance will rise in line with the school percentage

JB/MP/EJ September 2020 Reviewed every half term

f. Review of expenditure

Previous Academic Year 2018-2019

i. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

B. Pupils in receipt of PP who are in other vulnerable groups make progress in line with non-PP pupils (all year groups)

Role of Inclusion team (DHT/SENCO and EWB worker)

PP progress for those that had social/emotional support compared with non-PP – expected + prog: Reading Writing

PP Non PP Non Y2: (only 1 pupil received social/emotional support) Y6 (6 pupils): 50% 50% 83% 74% Maths

PP Non Y2: (only 1 pupil received emotional/social support) Y6: 67% 89%

This approach impacts on pupil’s academic success by addressing barriers to learning for individuals, groups and as a whole school approach. The joined-up approach of these roles covering all aspects of inclusion is imperative to the success of each individual child. Strong and effective relationships with families provided by EWB keeps communication open and allows school to implement support where needed swiftly and decisively. Families trust school. Maintain and develop this further next year with newly appointed Pastoral lead. Further develop this by releasing SENCO 1.5 days per week to implement further strategies and initiatives.

£5000+ staffing costs for EWB worker/family links support provided by EWB worker/Thrive Approach training and annual costs, plus proportion of top slice for HCAT children and families service Books, strategies and resources to support a variety of needs

C. Pupils in receipt of PP in EYFS make expected or better progress D. Pupils in receipt of PP attain in line with national non-PP in all core subjects by the end of KS2 and a proportion attain greater depth standard (making better than expected progress)

With all staff: craft a bespoke teaching sequence and revised whole school approach to the teaching of maths which reflects skills and strategies that are evidence-based and takes into account the needs of learners in our school

EYFS Progress (4 pupils, one SEND) Reading/Writing and Maths (incl. GLD): 75% ELG or above and 75% GLD 50% expected progress from starting points 50% better than expected progress from starting points (two pupils not been in our FS1 provision – one expected progress and one better than expected having arrived below age-related expectations part-way through the year) Y2 attainment: (4 pupils) Reading Writing Maths PP Non PP Non PP Non 75% 74% 50% 74% 75% 81% Greater depth PP Non PP Non PP Non 0% 30% 0% 30% 0% 30% ------------------------------------------------------------------------------- Y6 attainment: (7 pupils) Expected Reading Writing Maths PP Non PP Non PP Non 86% 67% 100% 74% 100% 78%

Greater depth PP Non PP Non PP Non 29% 17% 14% 21% 14% 0%

Whole school development (crafting) of curriculum teaching sequences for different subjects that acknowledge the needs of all learners (dependent on age/stage of development) as well as the specific demands of each subject will continue. This will continue for maths in 19/20 and will involve the newly appointed Trust school improvement lead for maths (there was not an appointed lead for 18/19). CPD, professional partnerships with SLEs, school improvement team, external research and development (eg. TRG for maths) will continue next year with a view to increasing the % pupils attaining greater depth.

£3000 total for maths provision *external training costs *SLE costs *release cover for maths lead (TLR)

ii. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

B. Pupils in receipt of PP who are in other vulnerable groups make progress in line with non-pp pupils (all year groups)

Thrive Approach implemented – 1:1 assessments and implementation of specific recommendations/strategies to support Introduction of PP (and SEN) passports to; *raise the profile of provision for pupils *ensure effective communication with all parties *implement timely use of strategies to support individuals/groups/classes *regular and effective evaluation of impact Role of EWB worker to include: social skills groups, self-esteem/resilience programme, social stories delivered by EWB worker/ ASAs

As above Thrive Approach has reduced behaviour incidents for one pupil significantly and enabled another pupil to recognise key signs and emotions and respond more appropriately. This will continue and become the remit of the newly appointed Pastoral lead across school. SEN passports have ben trialled in key classrooms and have raised the profile of pupils with additional needs and the strategies needing to be implemented in lessons/throughout the day/weekly. Releasing the SENCO will enable this to be rolled out and extended to PP pupils and all those with additional needs in 2019-2020.

Thrive annual subscription costs TA Staffing costs:

Books, strategies and resources to support a variety of needs

C. Pupils in receipt of PP in EYFS make expected or better progress D. Pupils in receipt of PP attain in line with national non-PP in all core subjects at the end of KS2 and a proportion attain greater depth, making better than expected progress

*ASAs for EYFS, Y2 and KS2 *Staff CPD around identification of additional needs and barriers to attaining ARE by professionals, SEN consultant, ed psych as well as training in specific approaches/strategies to address gaps/barriers *Purchase of specific spelling programmes and strategies as well as diagnostic tools to support identification and implement specific strategies

As above Intense programme of CPD occurred in autumn term for all teaching staff utilising SEN specialists, educational psychologists and SLEs. This did not include ASAs and will need to include them this year to build capacity and expertise across the teaching team. Planned CPD around specific approaches for addressing dyslexic tendencies and new initiative; Precision Teaching will occur in autumn term.

TA staffing costs:

iii. Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

C. Pupils in receipt of PP in EYFS make expected or better progress D. Pupils in receipt of PP attain in line with national non-PP in all core subjects at the end of KS2 and a proportion attain greater depth, making better than expected progress

Visits, trips, experiences and visitors will be subsidised for PP pupils where required by families (following discussions with MS)

As above Writing data:

Y2: 2017: 33% 2018: 75% 2019: 50% Y6: 2017: 100% 2018: 100% 2019: 100%

Funded trips and visits have allowed pupils to have experiences with their peers and extend and deepen language/vocabulary linked to key concepts that they have explored in the classroom. The impact of extending language and vocabulary can be seen in pupil’s writing attainment

A. Pupils in receipt of PP attend in line with all pupils nationally PP attendance increases from 94.9% PP Persistent absentees reduces from 7%

Breakfast club subsidised or free places

Attendance data for 2018-2019 – Persistent absenteeism

2016-2017: 7%

2017-2018: 7% (5 pupils -2 from F1 in 2017/18)

2018-2019: 0

Persistent absentees whole school: 3.7% Persistent absentees national average (2018): 11.2%

PP attendance overall National 96.4% 92.4% (2018) Attendance overall National 96.6% 95.2% (2018)

Breakfast club places have had significant impact on reducing persistent absenteeism and will continue next year. Breakfast club provides effective transition into school for pupils who experience social and emotional difficulty when separating from parents/carers. The balanced, nutritional breakfast enables pupils’ learning behaviours to surface in preparation for lessons. Tracking, monitoring and proactive support for families has significantly impacted on this area of provision for PP hence improvements. Robust measures will remain in place for 2019.

g. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above. Our full strategy document can be found online at: www.aschool.sch.uk